Risley Middle School
LFS Lesson Plan
Teacher: Moore/Horton
Grade/Subject:
7th Grade/Science
Dates:
September 16th-20th
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 do organisms
What are biomes? How can I distinguish What are the
How can I plan, conduct,
depend on one
What factors
between aquatic and characteristics of
carry-out, and present
another and their
determine Biomes? terrestrial biomes?
desert and grassland
research projects?
environment?
biomes that make
How can I distinguish
them unique?
between interactions
between organisms?
Activating/Acceleration:
(Some ideas: KWL, Pre-reading, Think Pair Share, Thinking Maps, Vocabulary Overview, Word Splash, Survey,)
Review Questions
KWLWhat Biome do you
Thinking Map:
Think-Pair-Share
from last 3 weeks
Biomes KWL
live in? How do you
Characteristics of
Make a prediction on how
know?
Biomes (Bubble Map) well you think your group did
on your projects.
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
Comprehension:
Intro to Biomes
LECTURE:
Brain Pop: Desert
Ecosystem Project
Students will read
Vocabulary
Mini intro lesson to
and Grassland
Presentations
aloud with me a
Map of WorldBiomes.
variety of interactions Students will color
amongst organisms,
in biomes as the
in which they must
lesson moves.
identify which type of
symbiotic relationship
is being described.
Summarizing Strategies: (Some ideas: Ticket Out the Door, 3-2-1, The Important Thing, One Word, Learning Logs)
Explain the
T-O-D:
ONE WORD:
3 animals
LEARNING LOGS
relationship between What are two
Use one word to
2 plants
Ms. Moore this week I
predator and prey.
factors that
describe the biome
1 climate description learned….
determine biome?
we live in.
of desert/grassland
biome
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)
Students fill out an
ANALYZE
CLASSIFY
WRITE vocabulary
EVALUATE classmate’s
interaction chart
The different
Use a tree map to
sentences using all
performance through their
which show they
features of biomes
classify biomes as
vocabulary words.
projects.
know the different
and the factors that aquatic or terrestrial.
between mutualism,
determine the
parasitism, and
biome.
commensalism.
Assignment and/or Assessment: A variety of informal, performance, constructed response, selected response
Risley Middle School
LFS Lesson Plan
PERFORMANCE:
Create a 3 window
foldable with the 3
types of interactions:
Competition,
Predation, and
Symbiosis
INFORMAL:
Ch 6 CPO Biomes
PERFORMANCE:
Students will be given
a copy of the map of
the world in which
they will follow
directions to identify
the different biomes
of the world by color
with the appropriate
key.
PERFORMANCE:
Students will
construct a three
circle pin wheel that
will be used
throughout the week
to help them
distinguish between
biomes.
MIXTURE
CONSTRUCTED/SELECTED
RESPONSE:
Group Work:
Ecosystems Menu
Projects 15 minutes
Group Work:
Ecosystems Menu
Projects 15 minutes
Intro to Biome Project
which are due October 24th.
Vocabulary # 6 quiz.
Differentiation: For all learners
Group Work:
Ecosystems Menu
Projects 15 minutes
Group Work:
Ecosystems Menu
Projects 15
minutes
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.,)