Education 2 Lesson Plan assignment
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700.4PBPTemplate-ScienceCOMPLETE.docxTEXAS TEACHERS LESSON PLAN PROJECT FORMAT
NAME: Davielle Vinson SUBJECT: Science
CERTIFICATION AREA: EC-6
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS:
§112.15. Science, Grade 4
(b)(9) Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to: “investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on producers and other consumers for food.
LEARNING OBJECTIVE(S): The student will understand the roles of producers and consumers in an ecosystem and how they interact with each other and their environment.
ASSESSMENT/PERFORMANCE MEASURE:
-Students will create a food web diagram that includes producers, consumers, and decomposers.
-Students will write a short explanation of the relationships within their food web and how energy flows through the ecosystem.
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MATERIALS and SETTING What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floor, library, science lab?
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- Materials: Pictures of various plants and animals, chart paper, markers, index cards, glue, scissors, handouts with vocabulary terms, interactive whiteboard. - Setting: Students will work in small groups at tables in the classroom. |
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KEY VOCABULARY and ACADEMIC LANGUAGE What vocabulary terms must students know to understand the concept being taught?
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· Producer · Consumer · Decomposer · Ecosystem · food web · energy flow · photosynthesis · herbivore · carnivore · omnivore
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FOCUS ACTIVITY/ANTICIPATORY SET What activity will students engage in that will pique their interest about the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity |
Show a short video clip of a simple food chain. Discuss with students what they observed and how each organism is connected |
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CONNECTION TO PRIOR LEARNING OR REAL WORLD This is what you say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson. |
Remember how we learned about different types of animals and plants and their habitats? Today, we will see how they all depend on each other for food and energy in an ecosystem, just like how we depend on plants and animals for our food in real life. |
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OBJECTIVE STATEMENT (be sure to include the performance measure) This is what you say to students about what students will learn today, and how they will show they have learned the content (that is the performance measure) |
Today, we will learn about the roles of producers and consumers in an ecosystem. You will create a food web diagram and write an explanation to show how these organisms interact and how energy flows through the ecosystem. |
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PURPOSE OF LEARNING Why do students need to learn this today? This should be written in what you will say to students and should include both why it is important to the content and why it is relevant in their lives. |
Understanding how living organisms depend on each other helps us appreciate the balance in nature and the importance of each species. It also helps us understand the impact we have on the environment and why it's important to protect it. |
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INSTRUCTIONAL STEPS
Include: Step by Step Instructions Key Points Directions to give
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Step 1: Introduction (10 minutes) · Briefly review the concept of ecosystems and introduce key vocabulary terms. · Write the key vocabulary words on the board and provide handouts with definitions. Step 2: Direct Instruction (15 minutes) · Use pictures and the interactive whiteboard to explain the roles of producers, consumers, and decomposers. · Discuss examples of each and how they fit into a food web. Step 3: Guided Practice (20 minutes) · Divide students into small groups. Provide each group with pictures of various organisms. · Have groups sort the pictures into producers, consumers, and decomposers. · Groups will then arrange their pictures on chart paper to create a food web, showing how each organism is connected. Step 4: Independent Practice (15 minutes) · Students will write a short explanation of their food web, describing the relationships between the organisms and how energy flows through the ecosystem. Step 5: Vocabulary Activity (10 minutes) · Students will use index cards to create flashcards with the key vocabulary terms and their definitions. · In pairs, students will quiz each other on the vocabulary terms.
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LITERACY STRATEGIES USED
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Use of visual aids, interactive discussion, group work, writing explanations, and flashcards. |
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STUDENT USE OF TECHNOLOGY
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Interactive whiteboard for direct instruction and visual display of food webs. |
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CLOSURE: Review: How will you cement the learning that has taken place in this lesson?
Connect to future learning: How will what students learned today help them in upcoming lessons?
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-Review-Ask groups to share their food web diagrams and explanations with the class. - Connect to future learning: "In our next lesson, we will explore how changes in the environment can affect food webs and the balance of ecosystems." |
REFLECTION QUESTIONS: Answer each of the following questions in the text box provided. Your answer should be written in complete sentences and be at least one and no more than three paragraphs per question.
1. Explain how the instructional strategies you chose for this lesson help your students learn the material. Consider the diverse learning needs in a typical classroom, including your students who are below grade level or English learners.
The use of visual aids and interactive activities helps all students engage with the material. Group learning prepares the students to work in groups and they learn a lot from their fellow colleagues, and use of models ensure that the concepts taught are well illustrated. The vocabulary flashcards are also useful in developing language skills of the ELs and below grade level students.
2. Explain what criteria you will use to group students. Include things such as group size, learner characteristic, special needs of specific students, etc.
In fairness of skills, the students will be placed in learning groups, so that that the groups will comprise of learners with different abilities and learning style. Organization will be such that the groups will have 3-4 students per group to ensure that there is proper group work as well as individual contribution. The special needs students will be grouped with their buddies where necessary, and other necessary accommodations will be made along the classroom grouping.
3. Explain how this lesson plan supports what we know about how learning occurs and how learners develop, construct meaning, and acquire knowledge and skills
This lesson covers generically involving visual, auditory and kinesthetic activities with a view of considering different learning styles. Namely, the establishment of food webs and the production of written descriptions enable meaning construction from hands-on engagement in learning by the students. Small group cooperation promotes social learning and enhances the aspect of faculty members and students on communication.
4. How will you encourage persistence and a growth mindset throughout this lesson?
I will give positive feedback and encourage the students for trying and improving their work. When grading for the food web, I will ensure that every student in a given group shall be given a particular score based on their performance; this will go a long way in making every student feel special and perform better than they did before. Informing the students that it is okay to err shall assist in creating a positive attitude since everyone is learning.
