Lesson Plan #1- Ecological Organization State Standards Performance Indicators Prior Knowledge/Building Background Knowledge 2-prong Basic knowledge and connection to their existing world Knowledge/Skills Students Will Acquire (Bloom’s) Students will be able to… Evidence that students understand – Performance tasks other assessments/checks for understanding MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment Essential question and staged life in a bubble simulation Direct instruction with powerpoint and guided notes handout Students will evaluate the importance of interactions between both living and non-living things Students will identify the different organizational levels of ecology. Students will be able to analyze the differences between the organizational levels of ecology Students will be able to illustrate the different levels of organization within ecology Pre-test: Ecology based vocabulary and concepts, what is ecology, levels of organization in ecology Discussion Group work- list, sort , label organizational levels of ecology Exit slip responses HW: Ecological Organization Assignment students must draw/design their own representations of the different levels of ecological organization
Transcript
Lesson Plan #1- Ecological Organization
State StandardsPerformance Indicators
Prior Knowledge/Building Background Knowledge2-prongBasic knowledge andconnection to their existing world
Knowledge/Skills Students Will Acquire (Bloom’s) Students will be able to…
Evidence that students understand – Performance tasks other assessments/checks for understanding
MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment
Essential question and staged life in a bubble simulation
Direct instruction with powerpoint and guided notes handout
Students will evaluate the importance of interactions between both living and non-living things
Students will identify the different organizational levels of ecology.
Students will be able to analyze the differences between the organizational levels of ecology
Students will be able to illustrate the different levels of organization within ecology
Pre-test: Ecology based vocabulary and concepts, what is ecology, levels of organization in ecology
Discussion
Group work- list, sort , label organizational levels of ecology
Exit slip responses
HW: Ecological Organization Assignment students must draw/design their own representations of the different levels of ecological organization
Teacher Candidate: Jamie Prudhomme Date: 20Oct2009Lesson Plan Template
Unit Title: Relationships in the Living Environment- Ecology
Essential Question(s): How important are the relationships and interactions in your life? Imagine life in a bubble, what would you need to sustain life?
Lesson Title/Number
Ecological Organization Lesson #1
Lesson Question (s)What are the ecological levels of organization of all living things on earth?
State Standards and Performance
Indicators
MST Standard 4: Students will understand and apply scientific concepts, principles and theories pertaining to the physical setting and living environment
Lesson Objectives(Bloom’s Taxonomy)
----------------------
Acceptable Evidence
• Students will be able to identify the different organizational levels within ecology (individual, population, community, ecosystem, biosphere) and understand the differences between them.
• Students will be able to illustrate the different ecological levels
• Students will accurately complete exit slip questions
• Students will illustrate their own representations of the different levels of ecological organization
Lesson Plan #1- Ecological Organization
Bell Ringer and Prior Knowledge Tap – this can be
together or separate
_________________
Procedure – teacher input,
modeling, guided practice,
independent practice, and/or
activities
*Accommodations for learning
modalities are required.
Prior Knowledge Tap-Pre-test with ecology related vocabulary and concepts
Essential Question/Bell ringer (written on board accompanied by life in a bubble simulation) How important are the relationships and interactions in your life? Imagine life in a bubble, what would you need to sustain life? Allow students to share their response with a neighbor. Call on students to share their thoughts with the class. Following a brief discussion the teacher will lead the class through a simulation of life in a bubble. Get a volunteer from the class to be our bubble boy/girl. Ask the class to brain storm things that he/she would need in order to survive in the bubble (air, water, food, etc.). Main point- no organism exist as an entity separate and distinct from its environment. All living organisms are dependent upon other living things as well as the non-living environment. Ecology is the study of these complex interactions.
_____________________________________________________Following the pre-test and bell ringer discussion:Using the attached powerpoint presentation and guided notes handout the teacher will give a direct instruction lesson on the different levels of ecological organization.
Direct Instruction:
I. Introduction a. The students will respond to bell ringer with neighbor.
The teacher will prompt a class discussion about organization in everyday life making the connection to ecological organization (see bell ringer section above)
b. The teacher will hand out the guided notes on ecological organization to the students (see attached guided notes).
c. Using the attached powerpoint presentation and guided notes the teacher will go over the lesson question and lesson objectives with the students (see powerpoint and guided notes). (Research based instructional strategy-setting objectives).
Procedure – teacher input,
modeling, guided practice,
independent practice, and/or
activities
*Accommodations for learning
modalities are required.
II. Development/teaching: a. The teacher will use the powerpoint presentation to guide
students through the different levels of ecological organization.
b. The students will record notes on the guided notes handout about the different levels of ecological organization. (Research based instructional strategy-summarizing and note-taking).
c. Given examples of the different levels of organization within ecology the students will think, pair, and share what each example is a representation of (see powerpoint presentation slide 10 and have students record their answers on guided notes). For this activity the students are to pair up the given examples with the different levels of organization in ecology. Have two students repeat the directions. Review the correct level of organization with students.
III. Guided practice: List, Sort, Label Activity with the aid of guided notes handout in groups of four students will list, sort, label pictures of the different organization levels or ecology. (pictures and appropriate labels will be provided by teacher in envelopes)
a. The teacher will divide the class into groups of four
b. The teacher will provide each group with an envelope containing picture representations of the different levels of ecological organization as well as labels with the different levels of ecological organization written on them. (Research based instructional strategy-nonlinguistic representations).
c. The teacher will give directions for list, sort, and label activity. “What are these pictures representations of in terms of ecological organization? Do these pictures relate to each other and if so how would they be organized? In your groups please match the pictures up with the appropriate label and organize the pictures according to the identified level of ecological organization.” Have two students repeat the directions for List, Sort, Label activity.
d. The students will work in their groups to appropriately identify, and organize the pictures into an ecological
Lesson Plan #1- Ecological Organization
hierarchy. The teacher will observe difficulties/ease with list, sort, label activity (see who is getting it and who is struggling-formative assessment) (research based instructional strategy- cooperative learning).
e. Following the group activity the teacher will provide the correct answers for list, sort, label activity and give feedback to clarify any questions or comments the students may have.
IV. Closure: Return to the lesson question and objectives to check for understanding by having students complete a prepared exit slip.
a. The teacher will hand out the exit slip for ecological organization which returns to the lesson question and objectives (see attached exit slip- ecological organization)
b. The students will independently complete the exit slip on ecological organization and will hand in the exit slip prior to leaving class (check for understanding-formative assessment)
V. Independent Practice: For homework students will illustrate their own representations of the different organizational levels of ecology. (Research based instructional strategy- homework and practice).
a. The teacher will hand out the ecological organization assignment and go over the direction with the class (see attached ecological organization assignment).
b. The teacher will ask two students to repeat the directions to check for class understanding of assigned task.
c. The students will complete the ecological organization assignment and have ready to hand in for the next class session.
VI. Evaluation: Students homework will be evaluated based on their ability to illustrate appropriate and accurate representations of the different levels of organization within ecology (see attached ecological organization assignment for grading).
Checks for understanding –
directions, procedures,
routines, and content (formative)
Pre-test on ecology related concepts and vocabulary (prior knowledge tap -formative assessment)
Directions: Have two students repeat the directions for group work activity (list, sort , label) as well as think, pair, share activity
Think, Pair, Share activity: Students will accurately identify a given example as one of the levels or ecological organization (formative assessment –check for understanding)
Students exit slip responses are used as checks for understanding (formative assessment)
Teacher will make notes in his/her journal identifying how the lesson went. For example, difficulties observed, areas for improvement, problems that arose (formative assessment)
Assessment – type and purpose
• Pre-test on ecology related concepts and vocabulary (formative assessment). Purpose is to identify what my students already know and what they do not know in order to appropriately lesson plan.
• Think, Pair, Share activity: Students will accurately identify a given example as one of the levels or ecological organization (formative assessment –check for understanding)
• Group work: list, sort, label ecological organization activity- note students ability to accurately identify the picture representations as one of the ecological level of organization. Purpose: check for understanding (formative assessment)
• Exit slips: Students will be asked to identify the different levels of ecological organization. Purpose: check for understanding (formative assessment)
• Homework ecological organization assignment (authentic assessment) Purpose: to reinforce students comprehension of what the different levels of ecological organization are and the differences between them. (synthesis and evaluation)
Lesson Plan #1- Ecological Organization
Closure Return to the lesson objectives to check for understanding by having students complete a prepared exit slip. Exit slip will contain two questions (see attached exit slip).Question 1: What are the different organization levels in ecology? Question 2: Will be picture representations of the various organization levels within ecology from which the students must appropriately identify as an individual/organism, a population, a community, an ecosystem, and the biosphere.
Accommodations
Visual aids – powerpoint and guided notes handout
Auditory aids -teacher lecture of Powerpoint presentation
Tactile/kinesthetic aids- list, sort, label group work activity
Materials
The teacher generated powerpoint presentation, ecology vocabulary and concepts pre-test, ecological organization levels guided notes handout, exit slips, envelopes containing picture representations of the different levels of organization within ecology for list, sort, label group exercise, ecological organization assignment handout
Duration
Planning time- 1hrInstructional time- 40minutes
Ecological Organization Guided Notes
Lesson Questions:
What is ecology?What are the ecological levels of organization of all living things on earth?
Lesson Objectives:
• Define ecology
• Identify the different organizational levels within ecology and analyze the differences between them.
• Illustrate the different ecological levels
• Assessment: authentic- design your own representations of the different levels of ecological organization
Lesson Plan #1- Ecological Organization
Define Ecology.
What are the different levels of ecological organization?
1.
2.
3.
4.
5.
In terms of ecology, what is an individual/organism? Give an example
In terms of ecology, what is a population? Give an example
In terms of ecology, what is a community? Give an example
Relationships in the living environment-EcologyEcological Organization Pre-test
Name_______________________ Date_________________
1. What is ecology the study of?
2. What are the different levels of organization within the study of ecology?
3. Define population.
4. Define community.
5. Define ecosystem.
6. What is the biosphere?
Lesson Plan #1- Ecological Organization
Exit Slip for Ecological Organization Lesson
Name: _____________________ Date:_____________
1. What are the different levels of organization within ecology?
2. Identify which ecological organization level is represented in the pictures below.
Ecological Level of Organization:_________________________
Ecological Level of Organization:_______________________________
Ecological Level of Organization: ____________________
Lesson Plan #1- Ecological Organization
Ecological Level of Organization: __________________
Ecological Level of Organization: __________________
Living EnvironmentEcological Organization Assignment
Task: Illustrate/design your own representations of the different levels of ecological organization (individual/organism, population, community, ecosystem, and biosphere).
Directions: Design your own representations of an individual/organism, a population, a community, an ecosystem, and the biosphere. You may hand draw or use picture representations to illustrate the various levels of organization within ecology. Picture representations can include images from magazines, books, articles, internet searches, or photographs. The assignment is to be handed in the next class session. Be creative!
What do I have to do exactly?Design appropriate/accurate representations of the following:
• An individual/organism -2pts• A population-2pts• A community- 2pts• An ecosystem- 2pts• The biosphere- 2pts
