Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
Standard
Strand/Concept:
Performance
Objective:
Strand 4 Life Science
Concept 3 Populations of Organisms in an Ecosystems
PO 3 Analyze the interactions of living organisms with their ecosystems.
Summarize concepts from the Ecology Unit.
Language
Objective
All eco vocab posted in class and on Learn
Vocabulary
WICOR
Strategies
Collaborate with tables to find answers to review.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
What types of adaptations do plants need to survive in the desert?
I
Do
Get out reviews and circle incomplete answers.
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
15 minutes to work at tables on review- answer any questions.
Complete review and vocabulary slides.
You
Do
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Differentiation
Homework
Any last questions?
Review assessed in class.
Short answer questions can be graded on content not writing ability.
9/28/15
Unit Review
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
9/29/15
Standard
Strand/Concept:
Performance
Objective:
Strand 4 Life Science
Concept 3 Populations of Organisms in an Ecosystems
PO 3 Analyze the interactions of living organisms with their ecosystems.
Summarize concepts from the Ecology Unit.
Language
Objective
All eco vocab
Vocabulary
WICOR
Strategies
Collaborate to find vocabulary answers.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
Bell work: What adaptations do animals need to survive in the desert?
I
Do
Any last review questions answered.
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Review game: Bingo
You
Do
Guided Practice/
Independent
Practice
Students fill in a bingo card with words from a word bank. They then find answers to
questions from the word bank and match to card.
Students whisper at table and share answers. Winner gets everyone at table Ram-OGrams
Closure/
Check for
Understanding
After each round clarify any definitions.
Assessment (
Formative /
Summative)
Differentiation
Vocabulary understanding. Turn in review at end of class.
Short answer questions can be graded on content not writing ability.
Homework
Unit Review
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Standard
Strand/Concept:
Performance
Objective:
Strand 4 Life Science
Concept 3 Populations of Organisms in an Ecosystems
PO 3 Analyze the interactions of living organisms with their ecosystems.
Summarize concepts from the Ecology Unit.
Language
Objective
All eco vocab
Vocabulary
WICOR
Strategies
Review allowed students to write and summarize ideas before test.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
What questions do you have based off review?
I
Do
Get out and turn in reviews. Any final questions answered.
We
Do
You
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Guided Practice/
Independent
Practice
Students complete Ecology Unit Test on Berge Learn Page.
Date:
9/30/15
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Students should signal teacher when done and then log onto i-Ready.
Test is graded for assessment.
Differentiation
Short answer questions can be graded on content not writing ability.
Homework
Missing work
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Science/7th
Date:
10/1/15
Standard
Strand/Concept:
Strand 4 Life Science
Concept 3 Populations of Organisms in an Ecosystem
Performance
Objective:
PO 4 Evaluate data related to problems associated with population growth and the possible solutions.
Show how birth, death, and immigration rate affect population growth.
Language
Objective
Population growth, birth rate, death rate, immigration rate
Vocabulary
WICOR
Strategies
Collaborate to understand graph.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
I
Do
Bell work: Bell work: Population Growth Pre-Quiz
What is the population of the world?
What is the population of Arizona?
What are some possible problems people could experience when there is
overpopulation?
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
Imagine…Every class in the 7th grade will double by the end of this month. List what
we would need to do to accommodate the new students?
Display web page:
http://www.worldometers.info/world-population/
Ask: What is happening to the world population? What factors are affecting the
population growth?
List on board: birth rate, death rate
Look at Arizona population growth graph
What is happening to our population? What will it be in 2030? What could be
affecting the Arizona population?
Add migration rate to the list (immigration vs emigration can be defined as well)
Class aid hands out Populations - Going Up? Assignment.
You
Do
Guided Practice/
Independent
Practice
Students access Discovery Ed on 1 laptop per pair of students and complete
assignment in conjunction with the Discovery Ed. Populations – Going Up?
Exploration.
Definitions are discussed together and first trial is modeled. More trials can be done as
a whole group if students are having difficulties reading the graph.
Students complete the 3 conclusion questions at the end.
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Differentiation
Homework
What could cause a decrease in birth rates?
Decrease in death rates?
An increase in immigration? Why do people immigrate or emigrate?
What are possible effects of a growing population?
Verbal informal assessments during direct instruction to see if students understand
birth, death rate and migration rates.
School comparison allows for students to make a connection based on prior experience.
Students will work in pairs to complete the assignment and read the graph.
Students will have different perspectives as to why these rates change and personal
experiences. Questioning in class can lead to why populations change and the possible effects
of population growth.
Lesson Plan
Campus /Teacher:
Sierra/Berge
Course /
Grade:
Standard
Strand/Concept:
Strand 4 Life Science
Concept 3 Populations of Organisms in an Ecosystem
Science/7th
Date:
10/2/15
Performance
Objective:
PO 4 Evaluate data related to problems associated with population growth and the possible solutions.
Show how birth, death, and immigration rate affect population growth.
Language
Objective
Population growth, birth rate, death rate, immigration rate
Vocabulary
WICOR
Strategies
Cornell notes.
Instructional Delivery for Rigor and Relevance
Anticipatory Set
Define birth and death rate.
I
Do
Essential question: What happens to populations when they become overpopulated?
We
Do
Performance Task,
Direct Instruction,
Modeling, Lesson
Sequence, Technology,
Routines
What are problems that can arise with population growth? For people? Plants?
Animals? Create 3 column T chart
Discovery Ed Video: Population Pressure
Read aloud with students following along the Discovery Ed Passage: Human
Population
Add notes to board and model for students.
You
Do
Guided Practice/
Independent
Practice
Closure/
Check for
Understanding
Assessment (
Formative /
Summative)
Differentiation
Homework
Add more ideas to the class list of possible population growth problems
What happens to populations when they become overpopulated? Summarize answer.
In class assessment of notes.
Notes are modeled.
NA