WOODLAND HILLS SECONDARY LESSON PLAN
Name Matcuk/Grischow
Date 09/15/14
Length of Lesson 17 days Content Area Biology
STAGE I – DESIRED RESULTS
LESSON TOPIC (Module, if applicable):
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
• Reading strategies
• Food Chain/Food Web Project
FORMATIVE ASSESSMENTS:
Preassessment; graphic organizers, exit tickets
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:
Do Now;Warm up
Mini Lesson:Food web/Food Chain
Project
Guided Practice: Biome video w/
writing prompt
Independent Practice: Research the
biome they chose
Summations/Formative Assessments:
Exit ticket
Reflections: Summary
MATERIALS AND
RESOURCES:
• Projector
• Power Point
• Lap top
• DVD
• Worksheets
• Lab Equipment
• Note Packets:
Ecolosystems
Biological Communities
• Chapters 15, 16 and 17
INTERVENTIONS:
• Student portfolio
• Test Corrections
• Extended time for homework
and tests
• Alternative assignments
• Tutoring
• College Access
ASSIGNMENTS:
• Chapters 15, 16 and 17
Vocabulary
• Graphic organizer using
given data
• Food chain and food web
project