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.,)