WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name Matcuk/ Grischow
week:
Date 8/27/12
Length of Lesson 17 daysContent Area Biology
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STAGE I – DESIRED RESULTS
LESSON TOPIC:Introduction to Biology; Ecosystems and
Biological communities
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
• Describe ecological levels of organization in the biosphere.
UNDERSTANDING GOALS (CONCEPTS):
Students will understand:
• Course Requirements and expectations of the students
• Safety rules of the classroom and in the lab
• Reading strategies to assist students with reading the textbook
• Describe the levels of ecological organization (i.e., organism, population,
community, ecosystem, biome, and biosphere).
• Describe characteristic biotic and abiotic components of aquatic and terrestrial
ecosystems
• Describe how energy flows through an ecosystem (e.g., food chains, food webs,
energy pyramids).
• Describe biotic interactions in an ecosystem (e.g., competition, predation,
symbiosis).
• Describe how matter recycles through an ecosystem (i.e., water cycle, carbon
cycle, oxygen cycle, and nitrogen cycle).
• Describe how ecosystems change in response to natural and human
disturbances (e.g., climate changes, introduction of nonnative species, pollution,
fires).
• Describe the effects of limiting factors on population dynamics and potential
species extinction. .
VOCABULARY: Ecology, habitat, abiotic factor, biotic
factor, biodiversity, pioneer species, succession, primary
succession, secondary succession, primary productivity,
producer, consumer, trophic level, food chain, food web,
herbivore, carnivore, omnivore, detritivore, decomposer,
energy pyramid, biomass, biogeochemical cycle, ground
water, transpiration, nitrogen fixation, organisms,
population, ecosystem, community, biome, biosphere,
coevolution, predation, parasitism, secondary compound,
symbiosis, mutualism, commensalism, competition, niche,
fundamental niche, realized niche, competitive exclusion,
climate, littoral zone, limnetic zone, profundal zone, plankton
ESSENTIAL QUESTIONS:
• What are the levels of ecological organization?
• Why are the levels of organization important?
• How do characteristics of ecosystems change between
different ecosystems?
• What are the interactions and relationships in an ecosystem?
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
• Distinguish an ecosystem from a community.
• Describe the diversity of a representative ecosystem.
• Sequence the process of succession.
• Distinguish between producers and consumers.
• Compare food webs and chains.
• Describe the role of competition in shaping the nature of
communities.
• Summarize the importance of biodiversity.
• Summarize the key features of the Earth’s major biomes.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:
• Warm-up activity
• Etymology
• Course Requirements and expectations
• Safety rules in the lab
• Reading strategies
• Textbook inventory
• Food Chain/Food Web Project
FORMATIVE ASSESSMENTS:
#1. Pre-Assessment
#2. Graphic Organizers
#3. Exit Tickets
Others: Teacher questioning, class discussion, simulations,
labs, event retelling, think-pair-share, small group talk, game
playing, thumbs up, think aloud, read aloud, demonstrations
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
MATERIALS AND
RESOURCES:
Active Engagements used:
#1. Note-Taking
#2. Think-Pair-Share
Others: Graphic organizers
Higher Level thinking skills
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Note Packets:
Ecolosystems
Biological Communities
Describe usage:
• Lecture/discussion of
Ecolosystems and
Biological Communities.
• Build on the knowledge of
organisms, environment and
their associations.
CONTENT AREA
READING:
Chapters 16 and 17
Scaffolding used:
#1. Guided Notes
#2 . Provide Visual Support
Others: K-W-L
Teacher prompting
Describe usage:
• Build on students knowledge of
different environments and the
types of organisms that live in
those environments.
• Compare a food chain and
food web in a selected
environment.
Other techniques used:
• Probes
• Compare and contrast
MINI LESSON:
• Textbook Inventory Worksheet
• Food chain and food web
project
INTERVENTIONS:
ASSIGNMENTS:
• Student portfolio
• Test Corrections
• Extended time for
homework and tests
• Alternative assignments
• Tutoring
• College Access
• Chapters 16 and 17
Vocabulary
• Graphic organizer using
given data
• Food chain and food web
project