Risley Middle School
LFS Lesson Plan
Teacher: Moore/Horton
Grade/Subject:
7th Grade/Science
Dates:
September 23rd-27th
Unit Topic:
Biomes
GPS/CCGPS (Write out):
S7L4. Students will examine the dependence of organisms on one another and their environments.
a. Demonstrate in a food web that matter is transferred from one organism to another and can recycle between organisms and their
environments.
b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.
d. Categorize relationships between organisms that are competitive or mutually beneficial.
e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest, savannah, temperate, desert, taiga,
tundra, and mountain) and aquatic communities (i.e. freshwater, estuaries, and marine).
Monday
Tuesday
Wednesday
Thursday
Friday
Essential Question: How do the characteristics of Earth’s major terrestrial biomes and aquatic communities
compare?
How can I distinguish
How can I distinguish
How can I differentiate
How can I distinguish
between aquatic and
between the terrestrial between the aquatic
between aquatic and
terrestrial biomes?
biomes?
biomes
terrestrial biomes?
Activating/Acceleration:
CLASSIFY
Review: Picture
How much of the
Biome Review
Use a tree map to
Splash…students will
Earth’s surface is
Questions
classify biomes as
have to decide which
covered by ocean?
aquatic or terrestrial.
biome each belongs
¼, 1/2, ¾, 9/10
What percentage of
the Earth’s water
supply is found in
the oceans?
37%, 67%, 77%, 97%
Cognitive Teaching Strategies: include time for distributed practice or summarizing
(Some ideas: Lecture/Question, Read/Discuss, TIMS, Hands on Activity, Thinking Map, Pictograph, Research, Vocabulary,
Diagrams/Graphs, Comprehension)
Risley Middle School
LFS Lesson Plan
PERFORMANCE:
ANALYZE
Read/Discuss-Lab
Computer Lab: Biome
Students will be given
The different features
Procedures as a class. Scavenger Hunt
a copy of the map of
of biomes and the
the world in which they factors that determine
will follow directions to the biome.
identify the different
biomes of the world by
color with the
appropriate key.
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
Important Thing:
3-biomes that are
ONE WORD:
LEARNING LOGS
One thing that
aquatic
Use one word to
Ms. Moore/Mrs.
separates terrestrial
2-biomes with the least describe the aquatic
Parsons this week I
biomes from aquatic
amount of annual
biomes we live near.
learned….
biomes.
precipitation
1-biome that has
leaves that fall off.
Extending/Refining Activity: This is for all students. After they acquire the necessary skills, take them up a notch with
thinking skills/writing prompts.(Some ideas: Cause/Effect, Compare/Contrast, Write, Classify, Analyze, Evaluate, Inductive,
Deductive): Homework included..
“What Biome am I?
1 Pager of Land
WRITE vocabulary
Writing If I could travel
“Using Inductive and
Biomes:
sentences using all
to a biome to live it
Deductive reasoning
vocabulary words.
would be….and
students will use be
elaborate by telling us
given statements and
features that attracted
have to decide which
you.
biome is being
described (desert,
taiga, or grassland).
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
Risley Middle School
LFS Lesson Plan
Students will share
their biome foldables
through the use of the
Ziggy for the entire
class to see.
Mixed Response
Biome Practice
CPO Lab 6
Study Island Biomes
Differentiation: For all learners
Have students share
their findings from
Coast Fest
Scavenger Hunt
(extra credit)
Concept of Definition
Maps
Take students to our Biome Projects
marsh, lake, pond
outside of school for
a better picture.
Students need to
identify whether the
water is still or
moving, abiotic and
biotic factors
(animals, plant life)
maybe even if they
can distinguish
between the littoral,
open-water, and deep
water zones of the
lakes.
Accommodations: (Sped, 504, SST) Include Initials of students and what is being done for each.
 Extended Time (M.J., L.T., C.S., K.R., K. S., )
 Chunked lessons and assignments (K.R., K. S., )
 Repetition of Directions(C.S., K.R., K. S., )
 Read A-loud (C.S., T.M., K.R., K. S., )
 Small Groups with Para Mrs. Cole (C.S., T.M., K.R., M. G., )
 Pre-filled notes, concept maps, vocabulary, and other handouts visuals (L.T., M.J., M. G.,)